Sentences with phrase «outcomes for young children»

NIM is an intervention which uses an infant mental health approach aiming to improve the quality of permanent placement decisions with the aim of improving outcomes for young children.

The Early Childhood Technical Assistance Center (ECTA) supports state Part C and Section 619 programs in developing high - quality state early intervention and EC special education service systems, increasing local implementation of evidence - based practices, and enhancing outcomes for young children with disabilities and their families.

The goals and activities of the Center were designed to strengthen the capacity of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a focus on promoting the social emotional development of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other professionals, and communities, c) the dissemination of evidence - based practices: d) the ongoing identification of the training needs and preferred delivery formats of local programs and training and technical assistance providers, and e) collaboration with existing training and technical assistance providers for the purpose of ensuring the implementation and sustainability of practices at the local level.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

Tadpoles» digital communications tools were created to help childcare programs involve parents and simplify operations, improving the quality of care and developmental outcomes for young children.

For over 25 years, early childhood programs across the country have been using Teaching Strategies» research - based curriculum, professional development resources, and observational assessment tools to promote positive outcomes for young children.

Definition: Connecting data from multiple sources to track progress on indicators and benchmarks related to outcomes for young children and their families.

There is some evidence that as well as improving outcomes for young children, behaviorally based parenting programs can have positive effects on the psychosocial health of mothers in the short - term (Barlow, Coren, & Stewart - Brown, 2003; Barlow & Parsons, 2003; Sanders, 1999) and the evidence of the enduring benefits to mothers and infants has also been demonstrated in long - term studies (Kitzman et al., 2000; Olds et al., 1998).

Publishes peer - reviewed scholarly articles to address the evidence - based information needs of professionals dedicated to improving outcomes for young children and their families

When building this infrastructure, state leaders have an opportunity to include specific infant - toddler priorities that are closely linked to the state's broader goals to improve outcomes for young children.

A vital resource for every member of a child's feeding team, this much - needed guidebook will help readers resolve one of the most critical issues in early childhood development — and ensure better overall outcomes for young children.

The initiative is designed to elevate program quality and scale this work to help improve outcomes for young children nationwide.

There is growing consensus on the list of key elements of effective home visiting models that are most likely to achieve outcomes for young children and their families.

TPOT ™ results show which practices are being implemented successfully — and what teachers need to focus on to ensure positive social - emotional outcomes for young children.

This theory of change is being used to help people across various state agencies, community organizations, and families see how they can promote stronger outcomes for young children and families in the state.

A breakthrough resource that will change the way early childhood educators are trained, this book will help programs lay the important groundwork for better professional development, better teachers, and better outcomes for all young children.

Improving outcomes for young children and their families may start with choosing evidence - based curricula, interventions, and practices — but it doesn't end there.

A foundational volume on the fundamentals of implementation science, this book will help improve long - term outcomes for all young children.

http://www.challengingbehavior.org/ TACSEI takes the research that shows which practices improve the social - emotional outcomes for young children with, or at risk for, delays or disabilities and creates free products and resources to help decision - makers, caregivers, and service providers apply these best practices in the work they do every day.

The important trend toward evidence - based practices (EBP's) in early childhood mental health is aimed at designing and delivering mental health interventions that successfully attain the intended outcomes for young children and families.

Their mission is to provide leadership that promotes a comprehensive, coordinated, sustainable early childhood system that achieves positive outcomes for young children and families, investing in a solid future for the Granite State.

The goal of the study is to provide information that will improve outcomes for young children.

Based on a review of the literature on mother - infant musical interaction and emotional communication, Creighton (2011) concluded that, «The reciprocity of [musical] interactions develops mother - infant attachment which is linked with neurological, emotional and social developmental outcomes for young children» (p. 50).

Innovating in Early Head Start: Can Reducing Toxic Stress Improve Outcomes for Young Children?

KidsMatter is working with the following organisations to achieve a shared goal of improved quality of life and mental health outcomes for young children and their families:

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) promotes evidence based practices that improve the social - emotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work that they do.

They work with Government, Opposition parties and departments; early childhood professionals; parents, grandparents and other carers of young children; and various peak organisations and lobby groups to secure the best range of options and outcomes for young children as they grow and develop.

Practical tools, hints and plans to help educators reframe dilemmas and take action to improve outcomes for young children are included.

In order to secure the best range of options and outcomes for young children as they grow and develop, ECA works with:

ECA believes there is a solid research base that suggests that these two components are critical to achieving quality education outcomes for young children.

Examples where indicators have helped to support collaboration on behalf of better outcomes for young children are discussed.

Early childhood programs aim to improve outcomes for young children and their families by offering support services such as child health and development assessments, early education and care, referral to community resources, and more.

Home visiting programs (HVPs) aim to help low - income parents enhance their parenting skills and improve a host of early health and developmental outcomes for young children.

This then established the relationship between neighbourhood socioeconomic status (SES) and a number of children's health and developmental outcomes.9 Longitudinal research suggested structural characteristics such as poverty and demography were mediated through community - level social processes that influenced the functioning of families and children.10, 11 Today, however, there is still limited understanding of the modifiable community - level factors likely to benefit outcomes for young children despite socioecological frameworks suggesting there are multiple levels of influence (individual, family, community) on early child development (ECD).12, 13 Investigating these influences is thought best undertaken through a combination of quantitative and qualitative methods that can test these multiple influences on ECD.14, 15

The primary goal of Nebraska Step Up to Quality is to improve early care and education quality and increase positive outcomes for young children.

Home visiting programs aim to help low - income parents enhance their parenting skills and improve a host of early health and developmental outcomes for young children.

This framework was development by the Early Childhood Technical Assistance Center (ECTA Center) answers the question «What does a state need to put into place in order to encourage / support / require local implementation of evidence - based practices that result in positive outcomes for young children with disabilities and their families?»

Course Narrative: The START Early Childhood Training involves intensive training on evidence - based practice to increase knowledge and skills that enhance the educational programming and outcomes for young children with Autism Spectrum Disorders (ASD) and related disabilities.

This hour, we discuss learning outcomes for young children who attend preschool programs, and the accessibility of those programs in our area.

Dr. Macchia has presented at national conferences on topics around the use of culturally responsive learning environments to leverage literacy learning outcomes for young children.

This free, five - part series convenes community leaders to discuss early learning through the arts and how arts integration can improve outcomes for young children.

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children discusses opportunities and implementation challenges in states and features presentations from Arizona, Iowa, Missouri, and Nevada on the implementation of KEA in each state.

Rolf Grafwallner, CEELO Senior Scientist and Program Director at the Council of Chief State School (CCSSO) Rolf is Program Director for Early Childhood Initiatives at the Council of Chief State School Officers (CCSSO) in Washington, D.C. where he works with states to improve learning opportunities and outcomes for young children.

The new federal grant to study the effectiveness of preschool programs in Boston Public Schools will provide evidence of what should be sustained and changed to ensure positive outcomes for young children,» Payzant said.

More specifically, the proposed program will focus on framing neuroscience research for use by district and region - level decision makers who are dedicated to improving outcomes for young children.

The ultimate goal is to create a replicable and scalable model for building the capacity of a growing number of change agents (both at Harvard and in the field) to drive science - based innovation that achieves breakthrough outcomes for young children facing adversity.

This hour, we discuss learning outcomes for young children who attend preschool programs, and the accessibility of those programs in our area.

This theory of change is being used to help people across various state agencies, community organizations, and families see how they can promote stronger outcomes for young children and families in the state.

Early Childhood Professionals are dedicated, hard - working and passionate about improving learning outcomes for our youngest children.

Early Childhood Professionals are dedicated, hard - working and passionate about improving learning outcomes for our youngest children, yet 55 % of educators make less than $ 30k a year (2017 Child Care Industry Benchmark Report).